Conceptual Model-Based Problem Solving That Facilitates Algebra Readiness: An Exploratory Study with Computer-Assisted Instruction

The study explored the effects of a computer-assisted COnceptual Model-based Problem-Solving (COMPS) program on multiplicative word-problem-solving performance of students with learning disabilities or difficulties. The COMPS program emphasizes mathematical modeling with algebraic expressions of rel...

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Bibliographic Details
Published inLearning disabilities (Pittsburgh, Pa.) Vol. 18; no. 2; pp. 71 - 85
Main Authors Xin, Yan Ping, Si, Luo, Hord, Casey, Zhang, Dake, Cetinas, Suleyman, Park, Joo Young
Format Journal Article
LanguageEnglish
Published Learning Disabilities Association of America 2012
Subjects
Algebra
Arithmetic
Computer Assisted Instruction
Elementary School Mathematics
Elementary School Students
Equations (Mathematics)
Grade 4
Grade 5
Indiana
Intervention
Learner Engagement
Learning Disabilities
Mathematical Formulas
Mathematical Models
Multiplication
Pretests Posttests
Problem Solving
Program Effectiveness
Teaching Methods
Word Problems (Mathematics)
Indiana
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Summary:The study explored the effects of a computer-assisted COnceptual Model-based Problem-Solving (COMPS) program on multiplicative word-problem-solving performance of students with learning disabilities or difficulties. The COMPS program emphasizes mathematical modeling with algebraic expressions of relations. Participants were eight fourth and fifth graders with learning disabilities or problems (LP). An adapted multiple-probe-across-participants design was employed to examine the functional relationship between the intervention (the COMPS program) and students' performance on solving multiplication and division word problems and algebraic model expression. The results indicate that the computer-assisted COMPS program seemed to benefit students with LP; it enhanced their problem-solving skills and promoted "algebra-readiness". Discussion also includes ideas to enhance the COMPS program. (Contains 5 figures and 2 tables.)
ISSN:1046-6819